Högläsning för elever i årskurs 4-6 : En intervjustudie om lärares syn på högläsning, val av böcker och tankar kring normkritik vid högläsning

Sammanfattning: Abstract Reading aloud does not have its own place in the curriculum for grades 4-6. This means that it is up to the teachers to decide whether they should read aloud in their teaching and, if so, to what extent. Neither are there any clear guidelines as to what kind of literature the pupils should take part of. The purpose of this study is to examine how teachers who teach Swedish grades 4-6 reason about reading aloud and the choice of literature for reading aloud. The essay also intends to examine how teachers reason about norm criticism when they choose books and which books they have read aloud in their classes. The method that has been used is interviews of a semi-structured nature. 8 teachers who teach the subject Swedish in grade 4-6 have participated. The survey showed that teachers think reading aloud is an important part of teaching, but that it varies a lot how much time they set aside for reading aloud per week. Teachers aim with read aloud also varies, some wants to arouse interest in other subjects while others want to read books that create good discussions. Most of the teachers are of the opinion that they think it is important to criticize norms but that it should not govern the choice of book. Books that are according to the norm can provide a good discussion as well as a norm-critical book highlights an important topic. The teachers in this study all agreed that they dare and want to bring up sensitive topics in reading aloud.